Colton Lamprey
Foundations of College Writing
Dr.Sherry
This semester in my Foundations of College Writing class we completed three projects with each project having three different steps. Each project and each step allowed us to complete the five goals required.
Goal A. Students will be able to compose for particular audiences and purposes.
This goal means that students will be able to transform information in different ways that are appropriate for who is viewing it and why. To complete this goal I have chosen a research paper that I did on the topic of how student athletes grade point averages are affected by their decision to play collegiate sport. The audience for this project was other researchers in the field. With the audience being professionals I decided to only use factual data that I had found from other researchers and from data that I had found from my own research by conducting interviews with student athletes at Bloomsburg.
The next project I completed that satisfied this goal was creating a flyer that was intended for a different audience which was for the families and for student athletes coming into college. The purpose of this flyer was to catch the attention of the families and the student athletes coming into college to go to a seminar that informed them about what challenges they would face that were described in the research paper. In this step of the project I looked at three other examples of flyers and interpreted them by using the P.A.G.E. principles. P.A.G.E. stands for purpose, audience, genre and engagement. I thought that a flyer would be good to get the attention of the student athletes and their families because it was simple and got to the point which is what the goal was for this step.
Goal B. Students are able to compose using language and conventions appropriate to genre.
For this goal I will use the same project that I used in the first goal which is my research paper I chose this project because I think that it satisfies the goal the best. In the research paper I had to keep the theme of the paper professional because my audience was other researchers in the field that I was doing research in. I also chose this project because of the conventions used in the structure of the paper. To incorporate these conventions in the paper I gave each of them their own section, these conventions are the Problem I am researching, the background of the problem, the methods I used to find data, the findings that I came to while doing research and the conclusion that I eventually came to.
Goal C. Students will be able to read, select, and use evidence critically to formulate and support arguments
This goal means that each student will be able to find and use info that will help support a point. I completed this goal by gathering the information that was needed for my research paper. I gathered this information by finding the facts and using the three "IN'S" we learned in class which were ways to convey information in your paper. The three "IN'S" are introduce, insert and interpret. Below is one of the examples of the 3 ins i used in my research paper. Below is an example of how the 3 IN's are used in my research paper
Introduce- "The Kopherd journal did multiple studies on D-1 NCAA to determine the affect of being a student athlete on academic performance by looking at test scores and behaviors."
Insert- "Participants academic performance was found to positively correlate with the time spent in classes and studying and negatively correlated with the time spent in competition and leisure activities."
Interpret- This leads into my own research because I interviewed student athletes about their schedules and time they spent in class, practicing and studying. I can compare that to the findings of the study and come to my own conclusion.
The 3 IN's I used in my paper were mostly used in the findings section of my research paper. The reason that most of these were used in the findings section was because it made the most sense to use them while telling the reader what they were about to read, what they were reading and what they were reading meant to me. I think that using the 3 ins made it easier to compare my research to the data that i got from other researchers in my field.
Goal D. Students will be able to interpret and compose in a variety of media and print/non-print genres.
This goal means that students will read and create and use multiple forms of media. To complete this goal I created 3 different genres to convey information that I found in my research. Before I created the steps for this project I had to look at examples of what other people created for the same genre of what I was creating. First I looked at examples of brochures and used the C.R.A.P. principles to examine the approach people took to create their own brochures. C.R.A.P. stands for Contrast, Repetition, Audience, and Purpose. To create my brochure I saw that people used pictures to create contrast from the text that is included in brochures and it also makes the brochure more aesthetically pleasing to the reader. I used repetition to make it clear what my brochure was trying to get the reader to understand which was the effect of being a student athlete has on ones academic performance. I realized that my audience would be family and faculty members so I made sure that enough information was in the brochure that they understood what i was trying to tell them but also didn't put too much that they got overwhelmed. Lastly the purpose of the brochure was to tell the family and faculty members about the challenges that student athletes face which were listed in the brochure in bullet points so they could easily tell what I was talking about.
Another step for this project required me to make a cover letter for a future job that i was inquiring to get based on my research paper. I wrote to someone who held a high position in the NCAA telling them that I could help student athletes and their families in their transition into becoming a college athlete and college student. I had to look at examples of cover letters and applied the same C.R.A.P. principles. To complete my cover letter I used contrast by making my name and contact information in bold print which made it stand out to a potential employer because I want to leave the best impression to get the job. I used repetition by repeating the things I have done to help student athletes to remind them that I am the best candidate for the job. I wrote professionally because it is a professional job for a highly respected organization and wanted them to know that I could handle the position. The purpose of the cover letter was to get practice writing a professional cover letter and also tell a potential employer the things I have accomplished to make me the best candidate for the opening.
Goal E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal means that students will be able to talk about and perform the appropriate writing processes both alone and in a group. The way I completed the alone portion of this goal was by editing my own projects by using feedback that i was given from peers and also from Dr.Sherry. They would give suggestions on things that I should take another look at in my projects and I would edit them into what I think was the best way to convey the information required. For example I looked at the draft of my research paper and noticed that I needed to include more information and change the way that my paragraphs were structured and titled, so I changed them in my final draft.
I completed the collaborative portion of the goal by completing peer review sheets while reading other students research paper drafts and also while looking at their projects. The peer review sheets allowed me to read other students drafts more carefully and made sure that they had all the writing techniques or principles we had learned in class for that project.
Foundations of College Writing
Dr.Sherry
This semester in my Foundations of College Writing class we completed three projects with each project having three different steps. Each project and each step allowed us to complete the five goals required.
Goal A. Students will be able to compose for particular audiences and purposes.
This goal means that students will be able to transform information in different ways that are appropriate for who is viewing it and why. To complete this goal I have chosen a research paper that I did on the topic of how student athletes grade point averages are affected by their decision to play collegiate sport. The audience for this project was other researchers in the field. With the audience being professionals I decided to only use factual data that I had found from other researchers and from data that I had found from my own research by conducting interviews with student athletes at Bloomsburg.
The next project I completed that satisfied this goal was creating a flyer that was intended for a different audience which was for the families and for student athletes coming into college. The purpose of this flyer was to catch the attention of the families and the student athletes coming into college to go to a seminar that informed them about what challenges they would face that were described in the research paper. In this step of the project I looked at three other examples of flyers and interpreted them by using the P.A.G.E. principles. P.A.G.E. stands for purpose, audience, genre and engagement. I thought that a flyer would be good to get the attention of the student athletes and their families because it was simple and got to the point which is what the goal was for this step.
Goal B. Students are able to compose using language and conventions appropriate to genre.
For this goal I will use the same project that I used in the first goal which is my research paper I chose this project because I think that it satisfies the goal the best. In the research paper I had to keep the theme of the paper professional because my audience was other researchers in the field that I was doing research in. I also chose this project because of the conventions used in the structure of the paper. To incorporate these conventions in the paper I gave each of them their own section, these conventions are the Problem I am researching, the background of the problem, the methods I used to find data, the findings that I came to while doing research and the conclusion that I eventually came to.
Goal C. Students will be able to read, select, and use evidence critically to formulate and support arguments
This goal means that each student will be able to find and use info that will help support a point. I completed this goal by gathering the information that was needed for my research paper. I gathered this information by finding the facts and using the three "IN'S" we learned in class which were ways to convey information in your paper. The three "IN'S" are introduce, insert and interpret. Below is one of the examples of the 3 ins i used in my research paper. Below is an example of how the 3 IN's are used in my research paper
Introduce- "The Kopherd journal did multiple studies on D-1 NCAA to determine the affect of being a student athlete on academic performance by looking at test scores and behaviors."
Insert- "Participants academic performance was found to positively correlate with the time spent in classes and studying and negatively correlated with the time spent in competition and leisure activities."
Interpret- This leads into my own research because I interviewed student athletes about their schedules and time they spent in class, practicing and studying. I can compare that to the findings of the study and come to my own conclusion.
The 3 IN's I used in my paper were mostly used in the findings section of my research paper. The reason that most of these were used in the findings section was because it made the most sense to use them while telling the reader what they were about to read, what they were reading and what they were reading meant to me. I think that using the 3 ins made it easier to compare my research to the data that i got from other researchers in my field.
Goal D. Students will be able to interpret and compose in a variety of media and print/non-print genres.
This goal means that students will read and create and use multiple forms of media. To complete this goal I created 3 different genres to convey information that I found in my research. Before I created the steps for this project I had to look at examples of what other people created for the same genre of what I was creating. First I looked at examples of brochures and used the C.R.A.P. principles to examine the approach people took to create their own brochures. C.R.A.P. stands for Contrast, Repetition, Audience, and Purpose. To create my brochure I saw that people used pictures to create contrast from the text that is included in brochures and it also makes the brochure more aesthetically pleasing to the reader. I used repetition to make it clear what my brochure was trying to get the reader to understand which was the effect of being a student athlete has on ones academic performance. I realized that my audience would be family and faculty members so I made sure that enough information was in the brochure that they understood what i was trying to tell them but also didn't put too much that they got overwhelmed. Lastly the purpose of the brochure was to tell the family and faculty members about the challenges that student athletes face which were listed in the brochure in bullet points so they could easily tell what I was talking about.
Another step for this project required me to make a cover letter for a future job that i was inquiring to get based on my research paper. I wrote to someone who held a high position in the NCAA telling them that I could help student athletes and their families in their transition into becoming a college athlete and college student. I had to look at examples of cover letters and applied the same C.R.A.P. principles. To complete my cover letter I used contrast by making my name and contact information in bold print which made it stand out to a potential employer because I want to leave the best impression to get the job. I used repetition by repeating the things I have done to help student athletes to remind them that I am the best candidate for the job. I wrote professionally because it is a professional job for a highly respected organization and wanted them to know that I could handle the position. The purpose of the cover letter was to get practice writing a professional cover letter and also tell a potential employer the things I have accomplished to make me the best candidate for the opening.
Goal E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal means that students will be able to talk about and perform the appropriate writing processes both alone and in a group. The way I completed the alone portion of this goal was by editing my own projects by using feedback that i was given from peers and also from Dr.Sherry. They would give suggestions on things that I should take another look at in my projects and I would edit them into what I think was the best way to convey the information required. For example I looked at the draft of my research paper and noticed that I needed to include more information and change the way that my paragraphs were structured and titled, so I changed them in my final draft.
I completed the collaborative portion of the goal by completing peer review sheets while reading other students research paper drafts and also while looking at their projects. The peer review sheets allowed me to read other students drafts more carefully and made sure that they had all the writing techniques or principles we had learned in class for that project.